Learning outcomes are student centered statements of what students will know or be able to do.
Learning outcomes are not student centered, instead indicating what the department or instructors will do.
Learning outcomes culminate in the highest (appropriate) levels of thinking.
Learning outcomes primarily focus on what students will know or understand, but not how they will use that knowledge or understanding.
The number of outcomes is reasonable to cover essential learning within the program. There are not too many outcomes (suggesting that some can be combined) or too few (suggesting that outcomes need to be unpacked).
The outcomes either fail to cover essential learning within the program or address areas tangential to the program.
[Under Construction]
Assessment is an on-going process of data collection, evaluation, and improvement with departmental outcomes scheduled to be assessed over a reasonable period of time (about every 4 years).
Not all outcomes are scheduled to be assessed or assessment is occurring on an episodic basis.
As appropriate, action(s) have been taken, based on the findings from past assessments. The effect of those actions on student learning and outcome achievement have been assessed and evaluated (collection, evaluation, action, and evaluation of action)
As appropriate, action(s) have been taken on the findings completing an assessment cycle (collection, evaluation, and action).
Assessment takes place, but there is no documentation that results are used to inform departmental discussions or decisions about curriculum, teaching strategies or student learning.
(Primarily applies to majors program assessment)
Levels of development for each department/program learning outcome are identified within the department's curriculum.
Presence or absence of outcome identified for each course in the curriculum.
Levels are indicated only for the department's required courses.
(Only applies to majors program assessment)
The portion of the Graduate Attribute that is addressed by the department/program learning outcome (including the complete Attribute when appropriate) is identified
Presence or absence of outcome identified for each of the USNA's Seven Attributes of Graduates (either complete or partial).
(Only applies to core program assessment)
The portion of the Core Learning Outcome that is addressed is clearly identified
Presence or absence of outcome identified for each of the Core Learning Outcomes.
Multiple assessments (including, but not limited to, direct assessments of student learning; e.g., essays, exam items, assignments, presentations, etc. and rubrics/scoring guides as appropriate) appropriate for each learning outcome being measured.
Direct assessment in which student work (essays, exam items, assignments, presentations, etc. and rubrics/scoring guides as appropriate) has been selected that is appropriate for each learning outcome being measured
Only indirect assessments, that do not directly examine student work, are being used.
Possibilities include student self-perception of ability, grades not specifically linked to outcomes, faculty evaluations that are not linked to student work.
Student work is an appropriately collected sample (simple random or systematic), a population, or otherwise suitably selected to ensure that results are representative and the amount of work is feasible for the assessment committee
Assessment materials do not include student work and/or are gathered on a volunteer or an ad hoc basis. The collected materials are either too little or too much for the committee to reasonably examine.
Evaluation and analysis of student work is shared by multiple faculty members and, when appropriate, procedures for improving rater agreement (inter rater reliability) are indicated
Evaluation and analysis of student work is shared by multiple faculty members.
Assessment of student work or other assessment materials takes place in isolation and/or analysis of results is primarily handled by a single individual
Target level or performance expectations are indicated for students at various points within the program reflecting expected development
Target level or performance expectations are indicated for the assessment and appear appropriate.
Criteria for different levels of performance have been indicated, but expectations are not clearly identified or are inappropriate (much too high or too low).